Krashen's Theory of Second Language Acquisition

Introduction

• Theory consists of five main hypotheses:
  1. Acquisition-Learning Hypothesis
  2. Monitor Hypothesis
  3. Input Hypothesis
  4. Affective Filter Hypothesis
  5. Natural Order Hypothesis

1. Acquisition-Learning Hypothesis

• Two independent systems of foreign language performance:
  • Language Acquisition:
    • Subconscious process, similar to first language acquisition
    • Requires meaningful interaction in target language
    • Focus on communicative act, not form
  • Language Learning:
    • Conscious process, product of formal instruction
    • Knowledge of language rules
    • Deductive approach -> Learning; Inductive approach -> Acquisition

2. Monitor Hypothesis

• Relationship between acquisition and learning
• Learning system acts as a 'Monitor' for the acquisition system
• Monitor conditions:
  • Sufficient time
  • Focus on form
  • Knowledge of rules
• Types of monitor users:
  • Over-users: Use monitor excessively (often introverts/perfectionists)
  • Under-users: Rarely use monitor (often extroverts)
  • Optimal users: Use monitor appropriately

3. Input Hypothesis

• Explains how second language acquisition occurs
• Learners improve by receiving input one step beyond their current competence
• Natural communicative input essential for syllabus design

4. Affective Filter Hypothesis

• Affective variables facilitate but do not cause language acquisition:
  • Motivation, self-confidence, anxiety, personal traits
• High motivation and self-confidence lower affective filter
• Low motivation and self-esteem raise affective filter, impeding acquisition

5. Natural Order Hypothesis

• Grammatical structures acquired in predictable order
• Mistakes occur when structure is not fully acquired
• Correction through more input with target structure
• Language presented without conscious effort to organize

The Silent Period

• Receptive phase where learners acquire language by listening
• Important not to pressure students to speak
• Ends when student is ready to speak confidently

Conclusion

• Understanding theories aids in improving teaching practices
• Emphasizes meaningful interaction and comprehensive communication
• Silent period crucial in understanding learning process
• Helpful in planning and executing classes naturally